CONSTRUCTIVIST APPROACH IN
A MATHS CLASS
Constructivism is a theory in which individuals build their own knowledge and understanding. Learners
have the freedom to apply their existing knowledge to construct their own knowledge and ideas. When
learners possess constructivism, they are equipped with the skills necessary to excel in problem-solving.
The teacher shifts their role from being the authority figure of the class to a facilitator of learning who
guides learners during their knowledge construction process. All learners have their own points of view
and their understanding of the knowledge they receive.
According to SimplyPsychology, learning is an active process rather than a passive process. The passive
process sees learners as ‘empty vessels’, with little or no ideas, that receive and store knowledge without
any meaning or understanding, whereas constructivism emphasises the construction of meaning and
understanding by applying their prior knowledge to a real-world context. A connection between prior
knowledge and new knowledge should be made to construct meaning in the process of learning.
According to Piaget, when a person becomes actively involved in an experience, situation or idea, the new
experience forms a connection with a person’s existing schema, which, according to sources, is a ‘type of
pattern of thought. (assimilation) or the existing schema is altered to take in the new idea or experience
(accommodation). John Dewey also highlights that real-life situations and problems can be viewed as
educational experiences. He believed that if learners do not apply their knowledge and put it into practice,
they would find meaning in what they have learned and are likely to construct new ideas. Learning is also
highlighted as a social process or activity and “it is something we do together, in interaction with each
other, rather than an abstract concept” (Dewey, 1938). From my personal perspective, this statement
signifies that meaning and understanding are achieved through active engagement among learners.
Lev Vygotsky is well known for the theory called ZPD. The ZPD, called Zone of Proximal Development, is
an interactive process whereby younger children learn and cannot do a task by themselves. They have the
assistance of an adult or teacher to help them achieve that task. The main reason behind this is that
learners often encounter learning challenges. Learners in this development also have chances of being
co-workers of their knowledge. We can say that it is also constructivism.
There are several implications of constructivism, which are listed below, that benefit a learner with a good
understanding and higher academic performance:
Student-centred approach: the environment changes from a teacher-centred to a learner-centred
environment. The teacher’s role changes from being the authority figure to a facilitator of learning.
During the facilitation process, the teacher guides the learners during their process of constructing
new knowledge.
Active Learning Strategies: strategies such as inquiry-based learning, problem-based learning, and
hands-on experiments give learners the courage to be active in learning. Learners have the freedom
to ask questions and find answers for real-world situations. They are presented with real-world
problems that need to be solved using their existing knowledge, meaning and understanding. With the
hands-on approach, learners put whatever they have learned into practice.
Collaboration and Discussion: based on many people’s understandings of constructivism, it is based
mainly on collaboration and discussion among learners. Learners work collaboratively in projects and
learning activities to share their ideas and discuss with each other to promote engagement amongst
them.
Authentic Assessment: this focuses on the assessment of learners’ understanding and evaluation of
their ability to apply their existing knowledge to real-world situations. Learners do assessments such
as projects, portfolios, and presentations to allow them to display their understanding of what they
have learned in meaningful ways.
A MATHS CLASS
Constructivism is a theory in which individuals build their own knowledge and understanding. Learners
have the freedom to apply their existing knowledge to construct their own knowledge and ideas. When
learners possess constructivism, they are equipped with the skills necessary to excel in problem-solving.
The teacher shifts their role from being the authority figure of the class to a facilitator of learning who
guides learners during their knowledge construction process. All learners have their own points of view
and their understanding of the knowledge they receive.
According to SimplyPsychology, learning is an active process rather than a passive process. The passive
process sees learners as ‘empty vessels’, with little or no ideas, that receive and store knowledge without
any meaning or understanding, whereas constructivism emphasises the construction of meaning and
understanding by applying their prior knowledge to a real-world context. A connection between prior
knowledge and new knowledge should be made to construct meaning in the process of learning.
According to Piaget, when a person becomes actively involved in an experience, situation or idea, the new
experience forms a connection with a person’s existing schema, which, according to sources, is a ‘type of
pattern of thought. (assimilation) or the existing schema is altered to take in the new idea or experience
(accommodation). John Dewey also highlights that real-life situations and problems can be viewed as
educational experiences. He believed that if learners do not apply their knowledge and put it into practice,
they would find meaning in what they have learned and are likely to construct new ideas. Learning is also
highlighted as a social process or activity and “it is something we do together, in interaction with each
other, rather than an abstract concept” (Dewey, 1938). From my personal perspective, this statement
signifies that meaning and understanding are achieved through active engagement among learners.
Lev Vygotsky is well known for the theory called ZPD. The ZPD, called Zone of Proximal Development, is
an interactive process whereby younger children learn and cannot do a task by themselves. They have the
assistance of an adult or teacher to help them achieve that task. The main reason behind this is that
learners often encounter learning challenges. Learners in this development also have chances of being
co-workers of their knowledge. We can say that it is also constructivism.
There are several implications of constructivism, which are listed below, that benefit a learner with a good
understanding and higher academic performance:
Student-centred approach: the environment changes from a teacher-centred to a learner-centred
environment. The teacher’s role changes from being the authority figure to a facilitator of learning.
During the facilitation process, the teacher guides the learners during their process of constructing
new knowledge.
Active Learning Strategies: strategies such as inquiry-based learning, problem-based learning, and
hands-on experiments give learners the courage to be active in learning. Learners have the freedom
to ask questions and find answers for real-world situations. They are presented with real-world
problems that need to be solved using their existing knowledge, meaning and understanding. With the
hands-on approach, learners put whatever they have learned into practice.
Collaboration and Discussion: based on many people’s understandings of constructivism, it is based
mainly on collaboration and discussion among learners. Learners work collaboratively in projects and
learning activities to share their ideas and discuss with each other to promote engagement amongst
them.
Authentic Assessment: this focuses on the assessment of learners’ understanding and evaluation of
their ability to apply their existing knowledge to real-world situations. Learners do assessments such
as projects, portfolios, and presentations to allow them to display their understanding of what they
have learned in meaningful ways.
